decoding the hidden social paradise of a visual challenged teacher in childhood beyond the magical sensory toys in the classroom

This study attempted to decipher the sensory tools which can assist the visually impaired and blind students to enhance their social literacy in the classroom context and other social milieus. the theoretical framework for this study was '' sensory integration therapy' '(ayres, 1996) which seeks to assist kids with sensory processing issues by exploring them to sensory stimulation in an organized way. children with sensory processing deficits may enjoy difficulty with motor skills, balance, and eye-hand coordination. in order to address this issue, a qualitative study was designed with a semi-structured interview via a face-to-face talk with the visually challenged english teacher in her childhood. triangulation was selected as the way of gathering data in this case study. data collection were gathered from the results of the interview with an english teacher, who tolerated a severe trauma in her right eye with a contaminated needle syringe because of the needle syringe uncovered package. this happened when the visually challenged teacher was playing with her sister in the basement of the home when she was only a five-year child. the great themes and subthemes were extracted from this study. the themes and subthemes indicate the deficiency of the appropriate sensory rooms in the classroom for the visually challenged students in the classroom which could fulfill the visually challenged teacher needs in the classroom at regular schools while she intermingled with her regular classmates in the classroom.